<![CDATA[This study aims to analyze the contribution of Project-Based Learning (PjBL) to the development of historical thinking skills in history learning at the secondary school level. This study employed a Systematic Literature Review (SLR) approach using the PRISMA 2020 framework. Literature data were collected from Google Scholar, Scopus, ScienceDirect, and ERIC databases published between 2015 and 2025. A total of 140 articles were identified, and 18 articles met the inclusion criteria for further analysis. The findings indicate that the implementation of PjBL contributes significantly to the development of students’ historical thinking skills, particularly in analyzing historical sources, evaluating historical evidence, understanding causality, and constructing historical interpretations critically. In addition, PjBL enhances students’ critical thinking skills, collaboration, creativity, and active engagement in the learning process. The study also reveals that the characteristics of PjBL align with constructivist learning principles that emphasize active knowledge construction through investigation and problem-solving activities. Therefore, Project-Based Learning can be considered an effective pedagogical approach to support the development of 21st-century competencies in history education.]]>
Copyrights © 2026
